Smart & Good High Schools - The Flippen Group

Comprehensive Endnotesof stage-environment fit on young adolescents’ experiences inschools and families,” American Psychologist, 1993, 48, 90-101.23F.C. Power, A. Higgins, & L. Kohlberg, Lawrence Kohlberg’s approachto moral education. (New York: Columbia University Press, 1989).24E.A. Grady, After cluster school: A study of the impact in adulthood of amoral education intervention project. Unpublished doctoral dissertation,Harvard University, 1994.25R. Mosher (Ed.), Moral education: A first generation of research anddevelopment. (New York: Praeger, 1980).26H.J. Freiberg, “Turning around at-risk schools through consistencymanagement,” Journal of Negro Education, 1989, 58, 372-382.27http://www.indiana.edu/~nsse/hssse/28R. Allen, “Making high schools better,” Education Update (August,2004).29R. Gamrath-Schauman & D. Stirling, Students as allies: St. Louis (St.Louis: CharacterPlus, 2004).30For an example of an exit survey, see R. Stein, R. Richin, R. Banyon,F. Banyon, & M. Stein, Connecting character to conduct: Helping studentsdo the right thing. (Alexandria, VA: Association for Supervisionand Curriculum Development, 2000).31S. Berman, “Practicing democracy in high school,” EducationalLeadership (September 2003), 38.32R. Mosher et al., Preparing for citizenship. (Westport, CT: Praeger,1994).33Power, Higgins, & Kohlberg.34F.C. Power, “Democratic schools and the power of moral authority,”in W.M. Kurtines & J.L. Gewirtz (Eds.), Handbook of moral behaviorand development, vol. 3. (Hillsdale, NJ: L. Erlbaum Associates,1991).35Forthcoming from M. Berkowitz & M. Bier at www.character.org.For unpublished manuscript contact berkowitz@umsl.edu36J. Gauld, Hyde: Preparation for life. (Bath, ME: The Hyde Foundation,2003).37R. Berger, An ethic of excellence. (Portsmouth, NH: Heinemann,2003).38B. Bloom (Ed.), Developing talent in young people. (New York: BallatineBooks, 1985).39D. Popenoe, “The roots of declining social virtue: Family, community,and the need for a ‘natural communities’ policy,” in M.A. Glendon& D. Blankenhorn (Eds.), Seedbeds of virtue. (New York: MadisonBooks, 1995).40F.A. Ianni, The search for structure: A report on American youth today.(New York: Free Press, 1989).41T. Lickona, Character matters. (New York: Touchstone, 2004).42Stratyner.43J.C. Gibbs, Moral development and reality (Thousand Oaks, CA: SagePublications, 2003).44Gauld.45L. Gauld & M. Gauld, The biggest job we’ll ever have: The Hyde Schoolprogram for character-based education and parenting. (New York: Scribner,2002).Chapter 41G. Grant, “Schools that make an imprint: Creating a strong positiveethos,” in J.H. Bunzel (Ed.), Challenge to American schools: Thecase for standards and values. (New York: Oxford University Press,1985).2R. DuFour & R. Eaker, Professional learning communities at work: Bestpractices for enhancing student achievement. (Alexandria, VA: Associationfor Supervision and Curriculum Development, 1998).3“Making high schools better,” Education Update, www.ascd.org(August 2004).4K. Wentzel, “Are effective teachers like good parents? Teachingstyles and student adjustment in early adolescence,” Child Development,1977, 73, 287-301.5P. Palmer, The courage to teach. (San Francisco: Jossey-Bass, 1998).6A.R. Tom, Teaching as a moral craft. (United Kingdom: LongmanGroup, 1984).7T. Sizer & N. Sizer, The students are watching: Students and the moralcontract. (Boston: Beacon Press, 2000).8Grant.9protagonist in J.D. Salinger’s 1951 book, The Catcher in the Rye, whobelieves that all adults are phonies.10R.C. Shouse, “Academic press and sense of community: Conflict,congruence, and implications for student achievement,” Social Psychologyof Education, 1996, 1, 47-68.11T. Sergiovanni, Moral leadership: Getting to the heart of school improvement.(San Francisco: Jossey-Bass, 1992).12S.J. Rosenholtz, Teachers’ workplace: The social organization of schools.(United Kingdom: Longman, 1989).13J.W. Little & M. McLaughlin (Eds.), Teacher’s work: Individuals, colleagues,and contexts. (New York: Teachers College Press, 1993).14P. Senge et al., The dance of change. (New York: Doubleday, 1999).15S. Covey, The seven habits of highly effective people. (New York: Simon& Schuster, 1989).16We are indebted to Eric Twadell for his workshop presentation onthe alignment of academic practices with intended outcomes.17See, for example, J.M. Harackiewicz & A.J. Elliot, “Achievementgoals and intrinsic motivation.” Journal of Personality and Social Psychology,1993, 65, 904-915.18Engaging students: Fostering high school students’ motivation to learn.(Washington, DC: National Research Council Institute of Medicine,2004).19M. Berkowitz & M. Bier, www.character.org20D. Osofsky et al., Changing systems to personalize learning: The powerof advisories. (Providence, RI: Education Alliance at Brown University,2003).21R. Berger, An ethic of excellence: Building a culture of craftsmanshipwith students. (Portsmouth, NH: Heinemann, 2003).22L. Gauld & M. Gauld, The biggest job we’ll ever have: The Hyde SchoolProgram for character-based education and parenting. (New York: Scribner,2002).23A. Thernstrom & S. Thernstrom, No excuses: Closing the racial gapin learning. (New York: Simon & Schuster, 2003).24B. Scheider & D. Stevenson, The ambitious generation: America’steenagers, motivated but directionless. (New Haven, CT: Yale University221Smart & Good High Schools